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Abstract

Despite government measures like teacher salary increase, performance in public
primary schools in Kibera slums has been persistently low. While education is
considered to be a basic right, the delivery of primary education in Kibera has
registered deterioration in quality of education among orphans due to several
bottlenecks. This study investigated the socio-economic factors influencing
orphans’ quality education in public primary schools in Kibera slums, Nairobi
County. The study employed a descriptive survey study. The population of the
study consisted of the 8 primary schools in Kibera slum. The study sampled 8
head teachers and 24 class teachers of classes 6, 7 and 8 from the 8 public primary
schools Purposive sampling technique was used to sample the head teachers and
simple random sampling was used to select the class to participate in the study.
The main research instrument that was used in this study was questionnaires.
Frequency tables were used to present the research findings. From the findings it
shows that school dropout affects the quality of education among orphans.
Orphaned pupils drop out of school often due to lack of school uniform. They
lack guidance and counseling to help them to face their problems and therefore
eventually drop out. The findings led the researcher to conclude that availability
of learning resources affects the quality of education among orphans. The
orphaned pupils face a challenge of learning resources. They cannot afford the
learning resources and this affects the quality of education. This eventually
adversely affects the quality of education attained by orphaned pupils in primary
schools in Kibera slum. The study concludes that regular school attendance has
effect on quality of education among orphans. The orphaned pupils miss school
due to lack of school uniform and learning material. This led to missing classes
and therefore affects the quality of education. inadequate financial resource
affects the quality of education among orphans. The orphaned pupils have fewer
finances for education. They do not pay school uniform on time and are forced to
divert finances to cater for other needs other than education. This eventually
affects the quality of education they attain. The study findings may contribute to
the existing body of knowledge to other researchers on the role quality education
in primary schools in Kenya. It may highlight the socio-economic factors
influencing orphans’ quality education. The researcher recommends that the
Ministry of Education should sensitize the guardians on the importance of
education for their children. The primary schools should make sure they support
the orphaned pupils through availing learning resources to them. This will make
their studies comfortable and easy and therefore will lead to improved
performance. The head teachers should enhance the guiding and counseling for
the orphaned pupils in the schools. This will encourage the orphaned pupils to
stay in to school and attend the school regularly. The DEO should mobilize funds
from the CDF and bursaries from the Ministry of Education to support orphans.
The findings may provide useful information for the National policy-makers, civil
society, research organizations and the public as they focus on quality of education as a topic of discussion and inquiry.